Descy P; Tessaring, M Eds
The foundations of evaluation and impact research: third report on vocational training research in Europe; background report. Luxemburgo : CEDEFOP, 2004. 330 p. CEDEFOP Reference, 58)

 

Preface

The series of reports on vocational education and training (VET) research have been published by Cedefop since 1998. The reports provide a comprehensive review of current research in initial and continuing VET in Europe, research results and their implications for policy, practice and future research. Attention is also paid to the theoretical and methodological foundations and due reference given to relations with institutional, economic, social, demographic, and other fields of social action.

Each research report consists of a background report of several volumes with contributions from renowned researchers (this publication) and a synthesis report elaborated by Cedefop experts.

Third research report: evaluation and impact of education and training

This third report informs on current research on evaluation and the impact of education and training on individuals, enterprises and society and economy in general, including:
(a) the assessment of education and training systems;
(b) the implementation and outcomes of programmes and reforms with a VET component;
(c) impact and cost-benefit research, quantifying the contribution of education, training and skills on, for example, earnings, economic growth, employment and social inclusion.

The report serves both to inform and improve policy and practice, and further develop research. It also contributes to the discussion on the overall European goals expressed by the European Council at its Lisbon and follow-up summits.

Demonstrating the contribution of education and training towards realising a knowledge-based society and specifying the diverse benefits at all done by summative evaluation' or
ways to improve the design and implementation of education and training programmes or measures by `formative evaluation'.

The background report
The background report gathers contributions from renowned experts and researchers. They allow the reader to approach evaluation and impact research from various angles: individual, enterprise and macro-system level by also considering essential basics on the foundation, approaches, standards - and limitations - of evaluation and impact research.

Contributions have been regrouped into three broad themes, published in separate volumes: (a) impact of education and training;
(b) the foundations of evaluation and impact research;
(c) evaluation of systems and programmes.

The foundations of evaluation and impact research

The present volume addresses the philosophical roots, types and standards as well as methods of evaluation and impact research.

E. Stern discusses in-depth the philosophies underlying evaluation and presents different types of evaluation as well as the basic approaches. He addresses also the question of evaluation standards, which is then detailed by W. Beywl who discusses ethical and normative standards for evaluation practices developed in several countries. He aims at providinges an input for the current discussion of evaluation standards at European level.

M. Caliendo and D. Radic present an overview review on the most important evaluation methods and techniques at micro and macro level as well as their limitations. They discuss the pre-requirements, usability and adequacy of various evaluation techniques for different purposes, including data requirements.

A set of tool for evaluating VET systems and reforms with particular focus on countries in transition is presented and discussed by E. Viertel et al. They provide an important input for the developing of systematic evaluation approaches, useful not only in Central and Eastern Europe countries but also for a number of several Western Europe countries where evaluation cultures are not yet distinct.

For evaluating externally education and training systems, the thematic reviews organised by the OECD can be considerer as a best practice. B. Ponts and P. Werquin discuss its methodology and its impact in the context of the review on adult learning.

G. Straka, at a more micro level, discusses competence measurement and evaluation, while designing and selecting key competences in an international context is addressed by D. Rychen.

 

 

 

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